A study of The Matrix for year 12 which includes suggested apps/websites for use with a BYOD class. Each task is linked to the key competencies of the NZ curriculum.
Bmc english language_composition(situational writing)_reflectionsAdrian Peeris
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
Englwrit112: Strategies for revising Unit 2Heather Wayne
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
Debate is not a lecture or speech. One debater presents the view in favour of the motion (topic) and the other debater presents the views against the motion.
Bmc english language_composition(situational writing)_reflectionsAdrian Peeris
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
Englwrit112: Strategies for revising Unit 2Heather Wayne
College Writing lesson plan with strategies for revising Unit 2: Responding to a Text. Includes activities for rethinking organization, developing critical analysis of quotes, and revising introductions.
Debate is not a lecture or speech. One debater presents the view in favour of the motion (topic) and the other debater presents the views against the motion.
Section 6.26.1) Find the margin of error for the given values of.docxrtodd280
Section 6.2
6.1) Find the margin of error for the given values of c, s, and n.
c=0.8080, s=55, n=21.
6.2) Find the margin of error for the given values of c, s, and n.
c=0.98, s=2.1, n=21.
6.3) Construct the indicated confidence interval for the population mean μ using the t-distribution. Assume the population is normally distributed.
c=0.99, x =13.7 , s=2.0, n=99
The 99% confidence interval using a t-distribution is left parenthesis nothing comma nothing right parenthesis.
6.4) In a random sample of 17people, the mean commute time to work was 31.4 minutes and the standard deviation was 7.3minutes. Assume the population is normally distributed and use a t-distribution to construct a 90% confidence interval for the population mean μ. What is the margin of error of μ? Interpret the results.
6.5) In a random sample of 8 people, the mean commute time to work was 33.5 minutes and the standard deviation was 7.2 minutes. A 90% confidence interval using thet-distribution was calculated to be (28.7,38.3). After researching commute times to work, it was found that the population standard deviation is 9.4minutes. Find the margin of error and construct a 90% confidence interval using the standard normal distribution with the appropriate calculations for a standard deviation that is known. Compare the results.
6.6) The state test scores for 12 randomly selected high school seniors are shown on the right. Complete parts (a) through (c) below. Assume the population is normally distributed.
1428 1222 986
693 720 838
720 741 545
623 1442 942
A) Find the sample mean.
B) Find the standard deviation.
C) A 90% confidence interval for the population mean is ( , ).
1. Summary & Creative elements –costumes (or clothing in a doc) can either enhance the movie or betray its intent. Colors can be vivid and lift the atmosphere or mood in the movie or they can be dull and make it seem depressing. Good sound effects or music enrich the viewing experience while bad ones only destroy everything. Moreover, camera movements and angles also add elements to the story. Take notes of symbols in the story, if any.
1…..2…..3…..4….5
Significance to our class
Make sure you describe instances where the terminology from our readings is shown.
1…..2…..3…..4….5
Make connections between your own research (i.e., your annotated bibliography) and what you observe in the film.
1…..2…..3…..4….5
Describe how your film addresses any of the big questions we looked at the beginning of our class.
1…..2…..3…..4….5
movie review writing tips that may help you:
· Watch the movie twice and take notes of all major and minor details, characters and such on a piece of paper. Don’t rely on your memory only, that way you’d leave out some important details
· Collect the information about the movie through research. Find information about the director, theme, locations, plot, characterization, and other important thi.
Part – 2 Individual Speech Presentation Draft From last week.docxherbertwilson5999
Part – 2
Individual Speech Presentation: Draft
From last week: Email your instructor early in the week to obtain speech topic approval if you have not already done so. Continue researching your topic and create a good thesis statement. Write at least three sentences for the main ideas concerning your topic.
This week, update your thesis statement and your main idea sentences, create at least two subtopics for each of the three main points, and add to your research notes. Use these items to write a first draft for your outline. Do the outline tutorial exercises provided in the lecture. Spend time learning about outlining and solving your topic organization, sequence, and outline problems. Your outline is not due this week. You will complete working on this outline next week. Nothing is due in the Dropbox yet for your speech.
PowerPoint presentations with recorded narration are due in Week 6. Begin practicing the use of your microphone with your computer and the PowerPoint narration feature. See the iConnect tab and the Presentation tab under Course Home for the tutorials on how to use these features.
Note: Notify your instructor now if you do not understand how to create an outline. If you are having great difficulty creating a draft of your outline, e-mail specific questions to your instructor. You may wish to ask for a personal phone call.
Written Assignment: Team Collaborative Outline Exercise
The following is a list of ideas that were brainstormed in a meeting with your company employees. The company needs to include all these ideas in an all-company presentation, but the list is very disorganized right now. What would be the best way to sort these ideas into some sequence of main points with subpoints?
With your assigned team, unscramble the following statements to create a logical outline for an upcoming business presentation. Use standard outline format as described in your textbook.
1. Ensure that the language is used correctly.
2. Speaker credibility influences how listeners feel about the speaker.
3. Character is the quality of being honest, trustworthy, and showing goodwill.
4. Deliver the speech with confidence.
5. Credibility is an extremely important factor in determining speaker effectiveness.
6. Connect the audience to the topic.
7. Practice your delivery.
8. Verbally cite personal subject knowledge.
9. Present error free written materials.
10. Credibility has three primary characteristics: the three Cs.
11. Ensure that typographical errors are eliminated.
12. Charisma is the quality of being assertive, confident, and enthusiastic.
13. Speaker credibility influences the listener's ability to learn or to believe.
14. Demonstrate expertise.
15. Verbally cite expert sources.
16. Connect yourself to the topic.
17. Plan your delivery.
18. Ensure that facts are correct.
19. Competence is the quality of being an expert and intelligent.
20. Connect with the audience on a personal level.
21. Establish common ground.
Assignment 2 Social Structure and Social Interacti.docxursabrooks36447
Assignment 2 Social Structure and Social Interaction
(Your name)
Introduction to Sociology
(Your professor’s name)
(Date)
Status Set
· List 5 statuses that you currently have.
· Label each status as either ascribed, achieved, or master. Remember that a master status is not a status that you have mastered. It refers to a status that is so important that it overrides all other statuses.
·
Status
Label (Ascribed, Achieved, or Master)
1.
2.
3.
4.
5.
Roles (Write a paragraph of at least 5 to 7 sentences answering the following questions.)
· Choose 1 status from your list.
· Describe the role that is associated with the status.
· Describe how you learned that role.
Role Conflict (Write 1 to 2 paragraphs of at least 5 to 7 sentences each answering the following questions.)
· Describe a time when you experienced a conflict because of the demands of two different roles associated with any of your statuses.
· How did you resolve the conflict? (Discuss any conversations or social interactions that you had.)
· List any active listening skills you used to resolve the conflict. If you didn’t use active listening skills, then list the skills you could have used to resolve the conflict.
1 | P a g e
Group Presentation Assignment
EDUC 1300
Directions: Every student in this EDUC 1300 class will be assigned to a group. All
members of each group must agree on the topic and the ten minute electronic
visual presentation that will be presented during class time, the last week of class.
Each group member is required to contribute equal amounts of work and,
participate during the oral presentation. Trello, or Google Docs may be used to
share information within the group during the creation of the presentation.
Each group will use current technology for the presentation for example,
PowerPoint, Sway, Prezi, or Glogster EDUC, (use only the free educational sites).
Presentations must have these primary components: well organized content from
credible sources on slides and effective, powerful visual aids (photos and videos)
Slide Tips
• Present the information in a clear and logical sequence.
• Create at least 10 slides, but no more than 20 (including the title and
references slides).
• Avoid typing or placing too much text on each slide. “Less is often more.”
• Include several visual images to support your points. For each image, cite
the source of the image directly on the slide it appears, as well as on the
References slide. (Optional: you may include one brief video clip to support
your topic. If choosing this option, limit the video to 4 minutes or less.
• End with a References slide that includes all of your sources, including
image sources.
Determine group rules and roles (My suggestions)
Rules
• Attend all meetings or text if there is an emergency
• Come prepared to meetings with information or material
• Respond to e-mail or other communication within 24 hours
Roles
2 | P.
It's the basics.
Determine the purpose of summarizing;
Discuss the features of summarizing;
Apply effective strategies in summarizing;
Evaluate summaries.
Suppose you told your friend that you just watched a great film and your friend asks what the story is. What would you do? Would you tell the whole story? Or just simply give the gist of the story.
As an important skill in critical reading, summarizing is often used to determine the essential ideas in a book chapter, an article. These essential ideas include the gist or main idea, useful information, or key words or phrases that help you meet your reading purpose. Summarizing is generally done after reading. However, it can be done as well while reading a text.
Summarizing is an important skill because it helps you…….
deepen your understanding of the text;
Learn to identify relevant information or key ideas;
Combine details or examples that support the main ideas/s;
Concentrate on the gist or main idea and key words presented in the text; and
Capture the key ideas in the text and put them together clearly and concisely.
Adapted from Create a Crafted and Controlled Visual and Verbal Text (2.6). This unit has been updated for use in a BYOD classroom and includes suggested apps/websites for each task.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Analyse specified aspect(s) of studied visual or
oral text(s), supported by evidence
4 Credits
Christine Wells
2. Learning Outcomes
Gathering Processing
Identify and describe key aspects of
the text such as characterisation,
setting, themes, and visual and
verbal features.
Explain where key aspects are
demonstrated in the text.
Compare and contrast characters.
3. success criteria
Gathering Processing Applying
Demonstrate
engagement with the
film through viewing
and reading relevant
information.
Demonstrate
understanding of key
aspects through
discussion and written
answers.
Analyse key aspects
of the text and
demonstrate
understanding by
producing written
essays.
Create a digital
portfolio of study
notes.
4. 3 Act structure
1. Create a flow chart to show the progression of the
narrative. Include exposition, climax & resolution.
2. For each section, write a brief description from the
film.
3. Include a visual/verbal feature to represent each
section.
4
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
Suggested app:
Pureflow
5. close reading
5
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
What is
happening?
Character(s)
involved
Visual/verbal
feature
Director’s
intention
6. Getting to know the characters
Choose 3 characters and complete
a chart for each one.
Character
adjectives
Visual/verbal feature
What does the viewer
learn?
describing words or
phrases
costume & makeup
About the character or
their motivations
camera work, sound
and lighting
About human behaviour
in general
dialogue
About the world around
us
6
Thinking
Using language, text and symbols
Managing self
Participating and contributing
7. Characters & Challenges
Any information about the characters is important to the film.
Characters develop and change during the film as they face challenges
and conflict. Write a blog post to discuss the following:
1. Choose 1 character and describe a challenge in their life.
2. Explain how they coped with it (aim for 3 ways).
3. List 6 visual/verbal techniques which support your ideas.
4. What do we learn about the type of person she/he is?
5. Explain what the director wants us to learn from this character and how
they dealt with their challenges/conflict.
7
Thinking
Using language, text and symbols
Managing self
Participating and contributing
8. Compare and Contrast
1. Work in pairs to create a Venn diagram to show the similarities
and differences between 2 characters. Aim for 5 of each.
2. Choose 1 similarity and one difference and discuss what may
have caused this similarity or difference.
Character 1 Character 2
similarities
Thinking
Relating to others
Using language, text and
symbols
Managing self
Participating and
contributing
9. change in a character
1. Explain the outcome
Thinking
Using language, text and
symbols
Managing self
Participating and
contributing
1. Describe the
character at the
beginning of the
film.
1 3
2. Include
visual/verbal
features to
support your
description.
1. Identify and describe the
event or person that
influenced a change in the
character.
2. Explain how the character
changed.
3. Include visual/verbal features.
of this change. What
did the character
learn from this?
2. What does the
director want us as
viewers to learn from
this change?
3. Include visual/verbal
features.
2
10. Relationship development
Thinking
Using language, text and
symbols
Managing self
Participating and contributing
1. Identify an
important
relationship in
the film.
2. Describe this
relationship –
are they
friends, related,
enemies?
3. Identify any
visual/verbal
features that
support your
description.
1. Identify and
describe the
changes in this
relationship.
Does the balance
of power
change?
2. Describe a major
conflict in their
relationship.
3. Does one person
help the other in
some way? What
is the outcome?
4. Include
visual/verbal
features.
1. Describe the
relationship at the
end of the film. Do
the characters
respect one
another? Why/why
not?
2. Explain what the
director want us as
viewers to learn
from this
relationship.
3. Can this be linked to
human nature or the
world in general?
4. Include visual/verbal
techniques.
11. Essay Topics
Thinking
Using language, text and
symbols
Managing self
Choose ONE of the following questions and write at least 400
words.
1. Analyse how the beginning AND ending of a text show an
important change in a character or individual in a text you
have studied.
2. Analyse how a character or individual is influenced to make
decisions in a text you have studied.
3. Analyse how the growth of a relationship affects the climax in
a text you have studied.
Publish on Wordpress
12. Setting
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
• Setting may include reference to time, place, historical or social
context, or atmosphere.
1. Work in pairs to identify the 3 main settings in the text.
2. Choose 1 and create a brainstorm of adjectives to describe it.
3. Locate 3 visual/verbal features and images from the film that link to
3 of your adjectives.
Suggested app:
PicCollage
13. Setting & Effect
Thinking
Using language, text and
symbols
Managing self
Participating and
contributing
1. Explain the effect that the setting has on the life of the
protagonist.
2. Imagine how the setting would affect you. Write a blog post
to describe how you would react to the setting.
3. Explain what you think the director wants us to learn about
the protagonist by placing him in this setting.
14. atmosphere
Create a short presentation to:
1. Describe the atmosphere in the film.
2. List 3 ways that the atmosphere is developed –
think about lighting, sound and colour.
3. Explain how the atmosphere helps the viewer to
understand the film.
Thinking
Using language, text and symbols
Managing self
Participating and contributing
Suggested apps:
Educreations
Prezi
iMovie
15. Themes
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
A theme is a broad idea, message, or moral of a story. The
message may be about life, society, or human nature. Themes
often explore timeless and universal ideas and are almost
always implied rather than stated explicitly.
1. In pairs, brainstorm a list of possible themes.
2. For each theme, locate a YouTube clip for the relevant
section of the film where the theme is shown.
3. Post on your blog with an explanation of how this clip
demonstrates the theme.
16. Theme and meaning
1. Choose one theme and discuss the meaning of your theme. What
does it mean exactly?
2. Explain how this theme may be seen in today’s world.
3. What does the director want us to understand about this theme?
4. Identify any social issues that may be related to this theme. For
example, health issues; power and violence related issues.
Thinking
Using language, text and symbols
Managing self
Participating and contributing
17. Theme & characters
1. In pairs, choose 2 themes and list the characters that are
linked to each theme.
2. Explain why you linked each character to the theme.
3. Include a visual/verbal feature for each.
4. Explain what you think the director wants us to learn about
these characters by using this theme.
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
18. Theme in action
In pairs, choose one of the following activities to complete:
1. Choose a part of the film that shows one of the themes in action and
create a short cartoon to show what happens. Include dialogue from
the film.
2. Create a collage of visual/verbal features from the film that are linked to
the themes.
3. Create a poster portraying the themes. Split your poster into sections,
each section will be for each theme. Include characters & dialogue in
the relevant section.
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
Suggested apps:
Comic creator
Pic Collage
19. Symbols
Thinking
Relating to others
Using language, text and
symbols
Managing self
Participating and
contributing
A symbol is a person, place, or thing comes to represent an abstract idea or
concept -- it is anything that stands for something beyond itself.
1. Create a Pinterest board for symbols.
2. Choose 3 and explain what each one’s significance is, where it is seen in
the text and which theme and character it is linked to.
3. Explain why the director included each symbol. What does he want the
viewer to learn or think about?
Suggested app:
Pinterest
20. Essay Topics
1. Analyse how symbols are used to develop an idea in the text you
have studied.
2. Analyse how successful a text you have studied has been in
influencing you to think differently about an issue.
3. Analyse how important techniques are used to engage our emotions
in a text you have studied.
4. Analyse how atmosphere is established and maintained in a text you
have studied.
Thinking
Using language, text and
symbols
Managing self
21. Assessment schedule
Achievement
• Analyse specified aspect(s) of studied written text(s), supported by evidence.
Achievement with Merit
• Analyse specified aspect(s) of studied written text(s) convincingly, supported by
evidence.
Achievement with Excellence
• Analyse specified aspect(s) of studied written text(s) perceptively, supported by
evidence. 21